This course is offered for .3 CEUs or 3 hours of continuing professional development (Introductory Level: Professional area). Price: $75.00

Children with apraxia of speech represent a very interesting and yet extremely challenging population of youngsters with speech disorders. These children are among those children most severely impaired of all children diagnosed with a speech disorder. Additionally, at any given point in time, children with CAS represent just a small proportion of children on the caseloads of SLPs. Consequently, relatively few clinicians have substantial experience providing successful speech therapy to these same children. While research interest has heightened and made progress in recent years, there are still many gaps in the scientific literature related to this disorder.

This course provides an overview of current information related to understanding the nature of the disorder, its assessment, diagnosis and treatment. It is meant as a summary and not an exhaustive resource related to all potential impairments of a child with apraxia of speech, though many such issues receive mention throughout the review and further reading is recommended. Throughout the various sections of this course are links to additional required reading (which you will be tested on) and suggested reading (which you will not be tested on) from the extensive CAS library available on the Apraxia-KIDS website. They will be articles from noted experts in the field of childhood apraxia of speech. When you click on the requested link, a new window will open up. Be sure to close the window and return to the course when you are finished reading the article.

At the successful completion of the course, participants should be able to:

• Define the most currently used terminology for children with apraxia and its key presenting impairment.
• List key characteristics of CAS.
• List the differences between apraxia, dysarthria, and severe phonological disorder.
• Identify tasks used in the assessment process in order to differentiate CAS from other speech sound disorders.
• Recognize other areas that should be a part of the evaluation process of documenting a complete communication profile for the child with CAS.
• Recall the factors that influence the frequency of therapy.
• Recognize 3 multisensory strategies to use in therapy sessions.
• Recall diagnostic procedures for identifying young children who may have CAS and speech therapy techniques that may benefit the speech production and expressive language skills of young children suspected to have CAS.
• List 5 reasons why you might want to consider using sign and verbal attempts for a child with apraxia.
• Identify suggestions for Helping Families after the diagnosis.
• Identify the role of the speech pathologist in identification and promoting the underlying skills that contribute to literacy development.

Sharon Gretz, M.Ed. is the founder of CASANA and a current board member. In 2001, Sharon was awarded the National Distinguished Service Award at the Kennedy Center in Washington, DC, presented to her by the National Council on Communicative Disorders. Sharon has nearly 25 years experience in nonprofit services for people with disabilities, disability rights advocacy, and program management. She is also the parent of a child diagnosed with apraxia of speech and is currently a Ph.D. student in the Dept. of Communication Disorders and Sciences at the University of Pittsburgh.